<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442023000100288</article-id>
<article-id pub-id-type="doi">10.5902/1984644470008</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Benzer-me no marafo: fundamentos da Educação, Pedagogias e Culturas em terreiros do interior gaúcho]]></article-title>
<article-title xml:lang="en"><![CDATA[I bless in marafo: Fundamentals of Education, Pedagogies and Cultures in terraces in the interior of the state of Rio Grande do Sul]]></article-title>
<article-title xml:lang="es"><![CDATA[Bendíce me en el marafo: fundamentos de Educación, Pedagogías y Culturas em terrazas del interior de Rio Grande do Sul]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soares]]></surname>
<given-names><![CDATA[Rodrigo Lemos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bussoletti]]></surname>
<given-names><![CDATA[Denise Marcos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pelotas  ]]></institution>
<addr-line><![CDATA[Pelotas RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pelotas  ]]></institution>
<addr-line><![CDATA[Pelotas RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>48</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442023000100288&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442023000100288&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442023000100288&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Benzer-se no marafo implica em estar de acordo com as dinâmicas religiosas, além disso, que estamos cientes das sequências ritualistas que envolverão nossos corpos e produzirão subjetividades. O texto que segue é fruto de entrevistas semiestruturadas com sete dirigentes de terreiros do interior do Rio Grande do Sul. O objetivo é descrever as compreensões dos colaboradores, com relação aos conceitos de Educação, Pedagogias e Culturas, enquanto elementos implicados na tradição oral, entendida como prática educadora indispensável para problematização das dinâmicas educativas do sagrado. O texto está organizado em três subitens: Assentando saberes (os fundamentos); Pedagogias: ferramentas disciplinares para educar-ensinar (tecnologia da Educação); e Culturas: contextos que oportunizam diferentes leituras da Educação (indissociabilidade dos três conceitos). Esses conceitos (Educação, Pedagogias e Culturas) apontam, respectivamente: o princípio mais amplo do que sabemos, iremos ensinar e estratégias de aprendizagem recorridas. O segundo orientado pela práxis dialógica do saber ser e cuidar de si. E o terceiro, instituído pela gama de saberes que fundamentarão cada escolha, atitude, preparação e execução das práticas educativas. É na interação desses três que compreenderemos os processos de pedagogização que nos forjam e que sempre envolverão relações de poder e saber, que não se conectam apenas pelos meandros ideológicos, visto que os saberes estão subordinados às teias do poder, campos teóricos conceituais e estratégias didático-pedagógicas. O saber será sempre fruto de um complexo cultural, que poderá vir a ser pedagogizado por diferentes vieses, constituído de linhas de força que disputarão qual deverá entrar na ordem discursiva e qual não.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Blessing oneself in the marafo implies agreeing with religious dynamics, moreover, that we are aware of the ritualistic sequences that Will involve our bodies and produce subjectivities. The text that follows is the result of semi-structured interviews with seven leaders of terraces in the interior of Rio Grande do Sul. The objective is to describe the collaborators' understanding of the concepts of Education, Pedagogies and Cultures, as elements involved in the oral tradition, understood as na essential educational practice for questioning the educational dynamics of the sacred. The text is organized into three sub-items: Establishing knowledge (the fundamentals); Pedagogies: disciplinary tools for educating-teaching (Education technology); and Cultures: contexts that provide opportunities for different readings of Education (inseparability of the three concepts). These concepts (Education, Pedagogies and Cultures) point out, respectively: the broader principle of what we know, we Will teach and learning strategies used. The second guided by the dialogical práxis of knowing how to be and take care of oneself. And, the third, instituted by the range of knowledge tha twill base each choice, attitude, preparation and execution of educational practices. It is in the interaction of these three that we Will understand the pedagogization processes that forge us and that Will always involve relations of Power and knowledge, which are not connected only by ideological intricacies, since knowledge is subordinated to the webs of power, conceptual theoretical fields and strategies didactic-pedagogical. Knowledge will always be the result of a cultural complex, which may be pedagogized by different biases, consisting of lines of force that will dispute which should enter the discursive order and which not.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Bendecir se em el marafo implica estar de acuerdo com lãs dinámicas religiosas, además, que seamos conscientes de lãs secuencias rituales que envolverán nuestros cuerpos y producirán subjetividades. El texto que sigue es el resultado de entrevistas semiestructuradas com siete líderes de terrazas del interior de Rio Grande do Sul. El objetivo es describir la comprensión de los colaboradores sobre los conceptos de Educación, Pedagogías y Culturas, como elementos involucrados em la tradición oral, entendida como práctica educativa esencial para cuestionar la dinámica educativa de lo sagrado. El texto está organizado entres subtemas: Establecer el conocimiento (los fundamentos); Pedagogías: herramientas disciplinares para educar-enseñar (Tecnología de la educación); y Culturas: contextos que brindan oportunidades para diferentes lecturas de la Educación (inseparabilidad de los tres conceptos). Estos conceptos (Educación, Pedagogías y Culturas) señalan, respectivamente: el principio más amplio de lo que sabemos, enseñaremos y las estrategias de aprendizaje utilizadas. La segunda guiada por la praxis dialógica del saber ser y cuidarse. Y, la tercera, instituida por el abanico de saberes que fundamentarán cada elección, actitud, elaboración y ejecución de las prácticas educativas. Es en la interacción de estos tres que comprenderemos los procesos de pedagogización que nos forjan y que involucrarán siempre relaciones de poder y saber, que no están conectadas sólo por entresijos ideológicos, ya que el saber está subordinado a las tramas de poder, conceptual teórico campos y estrategias didáctico-pedagógicas. El conocimiento será siempre el resultado de un complejo cultural, que puede ser pedagogizado por diferentes sesgos, constituido por líneas de fuerza que se disputarán quién debe entrar em el orden discursivo y quién no.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Terreiros]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogias culturais]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Terraces]]></kwd>
<kwd lng="en"><![CDATA[Cultural pedagogies]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Terrazas]]></kwd>
<kwd lng="es"><![CDATA[Pedagogías culturales]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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